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Human Resource Leadership
School executives will ensure that the school is a professional learning community. School executives will ensure that processes and systems are in place which result in recruitment, induction, support, evaluation, development, and retention of high performing staff. The school executive must engage and empower accomplished teachers in a distributive manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluations of teachers. The school executive must engage teachers and other professional staff in conversations to plan their career paths and support district succession planning.
4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.
Internship Activities
Coursework, Trainings and Readings
Selected Artifacts
4b. Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
Internship Activities
Coursework, Trainings and Readings
Selected Artifacts
4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement.
Internship Activities
Coursework, Trainings and Readings
Selected Artifacts
Self Assessment 2010
Standard 4: Human Resource Leadership
Hiring quality teachers is a must for the human resource leader. Once high quality teachers are in place, there is a need to cultivate their skills, empowering them to be leaders in their schools. Most importantly, human resource leaders must have processes in place to ensure the retention of these teachers. The human resource leader must effectively communicate with parents and have a strong sense of self (emotional intelligence).
As a member of a school team, I understand the challenges that teachers face daily. I recognize the need to be easily accessible to teachers and parents. As a responsive leader, I return phone calls punctually and handle issues promptly. My goal is to create positive rapport with teachers and parents. All staff need a supportive working environment and need to know they are valued. To create this environment, I intend to utilize my positive attitude and good communication skills. I can be direct while treating others with respect.
Recruiting good quality teachers can be difficult in rural eastern North Carolina. It is difficult to determine the skills of applicants during an interview; therefore, the interview process must be comprehensive. Since asking the right questions during an interview is key, I need to work diligently to develop this skill. The North Carolina Educator Evaluation System is a tool to assess teacher performance. Our school district actively uses this instrument. Currently, I have not had any formal training. Lastly, I need to learn to state weaknesses positively. When helping teachers develop effective instructional skills, they need to know areas they could grow. Observers are able to constructively provide this feedback. Being a thoughtful observer and providing positive feedback in a cohesive way are two skills I need to develop.
During this next year, my goal is to increase my confidence as a human resource leader. My goals are as follows: